dity is integral in data collection and/or analysis, there are few hard and fast rules that facilitate this activity. There are, however, several widely accepted meth ods for deriving evidence of validity of measures. These methods include the researcher's using common sense; face validity (i.e., the measure encompasses the total of elements thought to be a part of the concept being measured); predictive validity (i.e., an indicator of the behavior that the researcher is attempting to as sess; and, construct validity (i.e., all elements of the construct are measured). To these, Anastasi (1988) adds content validity, which refers to the systematic examination of the test or tool content, so that the researcher can determine whether or not it covers a representative sample of the behavior domain that is to be measured. As an example of content validity for a reading achievement test, the inclusion of reading, spelling, and writing would be expected; while the inclusion of typing would not. Thus, the major elements of the behavior to be studied must be defined
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